M. A. LIFE SKILLS EDUCATION

M. A. LIFE SKILLS EDUCATION

Choice Based Credit System (CBCS) Syllabus 2013 – 2015

Rajiv Gandhi National Institute of Youth Development (An Institute of National Importance by an Act of Parliament No. 35/2012)

Ministry of Youth Affairs and Sports, Govt. of India Sriperumbudur – 602105

Page 1 of 62

PROFILE OF THE DEPARTMENT

The genesis of the School of Life Skills Education and Social Harmony (SLSESH) started in 2008. It offers post graduate course i.e. M.A. Life Skills Education which is first of its kind in India. This post graduate programme aims at preparing a cadre of youth with self-worth, power and competence in all walks of life. This course is designed for imparting skill-based education that would address the issues in day-to-day life. The students will be able to help others to make informed decisions, solving problems, thinking creatively and critically, building healthy relationships through effective communication and further, deal with risk situations. Life Skills, Personality Development, Leadership, Training and Training Methodologies, are some of the papers offered as part of the Programme. Life Skills Education brings in capacity to the learners to face the challenges of the new millennium, ruled by globalization and market forces.

Objectives of the course: The objectives of the course are to familiarize students in theoretical foundation in Life Skills Education, prepare students in training methodologies, enable students to apply Life Skills in various spheres, develop professionals in Life Skills Education and enhance the ability to contribute as youth workers specialized in the area of Life Skills Education. This programme provides strong theoretical background blended with practical experience. Innovative pedagogic methods, internships and learning by doing through extension programmes and field work are the unique features of this Programme. This course also helps to foster the social responsibility of the students and enhance their positive and healthy behaviour. After undergoing the two year course in Life Skills Education, students are enhanced with employability skills to be absorbed in Corporate/HR set ups, School Contexts, NGO’s and Community

Organisations,

Adolescent

Health

Medical

Counselling

Centre’s,

Health

Organisations and Government Organisations like NYK and NSS as well as self- employment.

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M.A. LIFE SKILLS EDUCATION : 90 : 28 : 14 (14 x 04 = 56 credits) : 10 (10 x 03 = 30 credits) : 02 credits : 02 credits

MAYD103 MALS506 MALS507 MALS508 MALS509 MALS510 LSPR118 MALS511 MALS512 MALS513 MALS514

III

IV

MALS515 MALS516 MALS517 MALS518 MALS519 MALS520

MALS521 MALS522 MALS523 MALS524 MALS525 MALS526 MALS527

Total Marks

II

MALS501 MALS502 MALS503 MALS504 MALS505 MAYD101

Semester Examination

I

Course Code

Assessment Internal

Semester

Marks

40 40 40 40 40 40

60 60 60 60 60 60

100 100 100 100 100 100

240 40 40 40 40 40 40

360 60 60 60 60 60 60

240 40 40 40 40

360 60 60 60 60

600 100 100 100 100 100 100 50 600 100 100 100 100

3

40

60

100

E

280 40 40 40

420 60 60 60

700 100 100 100

C E E

Credits Course Title

Social Psychology Introduction to Life Skills Core Life Skills Life Skills across Life Span Research Methodology: Quantitative Understanding Youth Rural Practicum Semester Total Positive Psychology for Youth (Common) Theoretical Foundations of Life Skills Organisational Behaviour Training: Process and Dynamics Practicum in Applied Life Skills Research Methodology: Qualitative Internship Semester Total Leadership Personality Development Training Methods and Techniques Human Resource Development Peer Education Life Skills for Disaster Preparedness Life Skills for Corporate Sector Life Skills for Special Population Life Skills for Geriatric and Palliative Care Life Skills in Practice (Only for other Schools) Field work Semester Total Life Coaching Skills Adolescent Care and Counselling Reproductive and Sexual Health Parenting Life Skills and Social Inclusion Family Life Education M.A. Dissertation

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Core / Elective

Total No. of Credits Total no. of Courses Core Courses Electives Internship M.A. Dissertation (Comprehensive Viva)

L E 2 2 2 2 2 3

T U 1 1 1 1 1 0

P R 1 1 1 1 1 0

1 2 2 1 0 2 0

1 1 1 1 0 1 0

1 1 1 1 4 1 2

3 3 1 1

1 1 1 1

0 0 2 1

4 4 4 4 4 3 NC 23 3 4 4 3 4 4 2 24 4 4 4 3

1

1

1

TO

C C C C C E NC E C C E C C C C C E

2 2 2

1 0 1

1 1 0

NC 24 4 3 3

2

1

0

3

40

60

100

E

4

40

60

100

C

Comprehensive Viva

Semester I II

III

IV

Semester Total Total Credits

2 19 90

200 -

50 350 -

50 550 100

Grand Total

90

1000

1550

2600

List of Elective Courses Course Title Understanding Youth Training: Process and Dynamics Human Resource Development Life Skills and Well Being 3 Electives to be chosen out of 5 Peer Education Life Skills for Disaster Preparedness Life Skills for Corporate Sector Life Skills for Special Population Life Skills for Geriatric and Palliative Care Life Skills in Practice (Only for other Schools) Adolescent Care and Counselling Reproductive and Sexual Health 1 Electives to be chosen out of 3 Parenting Life Skills and Social Inclusion Family Life Education

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SEMESTER I COURSE I: SOCIAL PSYCHOLOGY 501

COURSE CODE: MALS

Objectives The purpose of this paper is to enrich students with following aspects:  To introduce the students with the basic concepts of social psychology  To enable the students to understand the concepts and perspectives in social psychology  To provide social-psychological foundations for the understanding of life skills Unit 1: INTRODUCTION  Definition, Scope, Methods and Importance of Social Psychology  Social Psychology and Life Skills Education Unit 2: THE SELF - Self Presentation: Managing the Self in different Social Contexts – independent vs Interdependent Self - Introspection: Looking inward to discover the causes of our own behaviour - Personal versus Social Identity - Attitudes towards ourselves - Social Comparison Unit 3: SOCIAL COGNITION, PERCEPTION AND ATTITUDES  Social Cognition - Schemas - Heuristics and Automatic Processing - Sources of error in Social Cognition - Affect and Cognition  Social Perception - Non-verbal Communication and Deception - Attribution: Theories of Attribution, Sources of Error in Attribution - Impression Formation and Management  Attitudes - Attitude Formation, Attitudes and Behaviour, Persuasion, Cognitive Dissonance - Stereotyping, Prejudice and Discrimination Unit 4: GROUP DYNAMICS AND SOCIAL INFLUENCE  Group Dynamics - Definition and Functioning of Groups - Coordination in Groups (co-operation and conflict) - Group Performance and Group Decision Making  Social Influence - Social facilitation - Leadership and Mentoring - Conformity Page 5 of 62

- Compliance - Extreme forms of Social Influence (Obedience to authority, Intense Indoctrination and Destructive Obedience) Unit 5: SOCIAL RELATIONS  Interpersonal Attraction and Close Relationships - Determinants of Attraction - Factors based on Interacting with others - Close Relationships: Family, Friends and Romantic Relationships  Pro-Social Behaviour - Empathy, Altruism, Volunteerism - External and Internal influences on Helping Behaviour Aggression - Nature, Cause and Prevention - Conflict: Inter individual and inter group conflict Practicum Prescribed Books: 1. Baron A. Robert, Byrne Donn, et al. (2003). Social Psychology, (12th Edn.), Prentice Hall of India, New Delhi. 2. Myers G. David, (2007). Social Psychology, Tata Mc. Graw Hill, New Delhi. 3. Taylor E. Shelley et al., (2006). Social Psychology, (12th Edn.), Pearson Prentice Hall, New Delhi. References:  Bordens S. Kenneth et al.(2001). Social Psychology, (2nd Edn.), Lawrence Erlbaum Associates Inc. Publishers, New Jersy, U.S.A.  Hogg A. Michael and Cooper Joel, (2007). Social Psychology, Sage Publications India Pvt. Ltd., New Delhi.  Kuppuswamy B, (2004). Introduction to Social Psychology, Media Promoters & Publications Pvt. Ltd. India  Myers G. David, (2006). Exploring Social Psychology, (3rd Edn.), Tata Mc. Graw Hill, New Delhi.  Smith R. Eliot et al, (2000). Social Psychology, Taylor and Francis, U.S.A.  Sanderson A. Catherine (2009). Social Psychology, John Wiley and Sons Inc. U.S.A.  Kuppuswamy (1990). “Elements of. Social Psychology" 7th Edition. Vikas Publications, New Delhi  Michael Hogg, Joel M. Cooper (2003). The SAGE handbook of social psychology Journal: 1. Journal of Psycho Social Research- MD Publications Pvt. Ltd. New Delhi 2. Psychological studies Websites: 1. http://psychology.about.com/od/socialpsychology/f/socialpsych.htm 2. http://webspace.ship.edu/cgboer/socpsy.html

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COURSE II: INTRODUCTION TO LIFE SKILLS 502

COURSE CODE: MALS

Objectives: This course is designed to:  Provide orientation in life skills  Introduce concepts, approaches and theories of learning  Impart knowledge in pillars of education Unit 1: INTRODUCTION  Definition and Importance of Life Skills  Livelihood Skills, Survival Skills and Life Skills  Life Skills Education, Life Skills Approach, Life Skills Based Education  Life Skills Training - Implementation Models Unit 2: EVOLUTION OF THE CONCEPT OF LIFE SKILLS  Genesis of the Concept - UN Inter-Agency Meeting - Hamburg Declaration - Quality Education and Life Skills: Dakar Framework - Life Skills Education in the Indian Context Unit 3: LEARNING -Learning and Performance, Learning and Cognitive Development, Learning and Maturation - Adult Learning - Approaches to Learning: Behaviouristic and Cognitive Approaches - Theory of Social Learning: Albert Bandura - Bloom's Taxonomy of Learning Outcomes - Rogers Situated Learning Unit 4: PILLARS OF EDUCATION AND LIFE SKILLS  The Four Pillars of Education - Learning to Know - Learning to Do - Learning to Live Together - Learning to Be  Learning Throughout Life Unit 5: PRACTICUM  Analyze the Life Skills Approach in School Curriculum Prescribed Books:  Delors, Jacques (1997). Learning: The Treasure Within, UNESCO, Paris.  Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu. Page 7 of 62

 UNESCO (1997). Adult Education: The Hamburg Declaration, UNESCO, Paris.  UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO, Paris.  WHO (1999). Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting, WHO, Geneva.  Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.  Santrock W.John (2006). Educational Psychology. (2nd Edn.)New Delhi: Tata McGraw-Hill Publishing Company Ltd. References: 1. Dakar Framework for Action, (2000). Education for All: Meeting our Collective Commitments, Dakar, Senegal. 2. Life Skills Resource Manual, Schools Total Health Program, (2006). Health Education and Promotion International Inc., Chennai. 3. Kumar .J. Keval, (2008).Mass Communication in India, JAICO Publication India Pvt. Ltd 4. Morgan and King, (1993). Introduction to Psychology, Tata McGraw-Hill Publishing Company Ltd, New Delhi. 5. Rao P.L. (2008). Enriching Human Capital through Training and Development, Excel Books, Delhi. 6. Singh Madhu, (2003). Understanding Life Skills, Background paper prepared for Education for All: The Leap to Equality 7. UNESCO and Indian National Commission for Co-operation with UNESCO(2001). Life Skills in Non-formal Education: A Review 8. YUVA School Life Skills Programme: Handbook for Teachers, Vol. I – IV, (2008), Department of Education and State Council of Educational Research and Training, Delhi. Web Sites: 1. UNESCO – http://www.unesco.org/ 2. UNFPA - http://www.unfpa.org/ 3. UNICEF - http://www.unicef.org/ 4. United Nations - http://www.un.org/ 5. WHO - http://www.who.int/en/ 6. India Portal - www.indiaportal.gov.in Journal: 1. Indian Journal of Life Skills Education, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.

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COURSE III: CORE LIFE SKILLS 503

COURSE CODE: MALS

Objectives: This course will enable students to understand core life skills, its concept, process and practice. The essential contexts of the programme are:  Social and negotiation skills  Thinking skills  Coping skills Unit 1: SOCIAL SKILLS AND NEGOTIATION SKILLS  Introduction Life Skills: Generic, Problem Specific and Area Specific Skills  Self-Awareness - Definition, Types of Self - Self Concept, Body Image, Self Esteem - Techniques used for Self Awareness: Johari Window, SWOT Analysis  Empathy - Sympathy, Empathy & Altruism  Effective Communication - Definition, Functions, Models, Barriers  Interpersonal Relationship - Definition, Factors affecting Relationships Unit 2: THINKING SKILLS  Thinking - Nature, Elements of Thought - Types of Thinking - Concept Formation, Reasoning  Creative and Critical Thinking - Definition, Nature, Stages  Problem Solving - Definition, Steps in Problem Solving - Factors Influencing Problem Solving  Decision Making - Definition, Process, Need - Consequences, Models of Decision Making - Goal Setting Unit 3: COPING SKILLS  Coping with Emotions - Definition, Characteristics, Types - Classification: Wheel Model, Two-Dimensional Approach - Coping Strategies  Coping with Stress - Definition, Stressors - Sources of Stress - The General Adaptive Syndrome Model of Stress Page 9 of 62



- Coping Strategies Life Skills Work in Combination- Thinking Skills, Social Skills, and Coping Skills

Unit 4: PRACTICUM  Design and Development of Module Unit 5: MEASURING LIFE SKILLS  Life Skills Assessment Scale Prescribed Books: 1. Dahama O.P., Bhatnagar O.P, (2005). Education and Communication for Development, (2nd Edn.), Oxford& IBH Publishing Co. Pvt. Ltd. New Delhi. 2. Debra McGregor, (2007).Developing Thinking; Developing Learning - A guide to thinking skills in education, Open University Press, New York, USA 3. Duffy Grover Karen, Atwater Eastwood, (2008). (8th Edn.), Psychology for LivingAdjustment, Growth and Behaviour Today, Pearson Education Inc, New Delhi. 4. Hockenbury (2010). Discovering Psychology, Worth Publishers. New York 5. Jane S Halonen, John W. Santrock, (2009), Psychology: Context & Application, McGraw-Hill Companies Inc., Third Edition, USA 6. Mangal S.K., (2008). An Introduction to Psychology, Sterling Publishers Pvt. Ltd., New Delhi. 7. Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu. 8. Nair. A. Radhakrishnan et al., (2010). Life Skills Assessment Scale, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu. 9. Stella Cottrell, (2005). Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan Ltd., New York

References: 1. Prakash B. (Ed). (2003). Adolescence and life skills Common Wealth Youth Program, Asian Center, Common wealth Secretariat. New Delhi: Tata McGraw Hill. 2. Baron.A.Robert. Branscombe. R. Nyla et al. (2010). (12 Edn.). Doorling Kindersley India Pvt. Ltd. 3. Nair. A. Radhakrishnan, (2010). Life Skills Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu. 4. RGNIYD. (2008). Facilitators Manual on Enhancing Life Skills. Tamil Nadu 5. Family Health International, NACO, USAID (2007), Life Skills Education tool kit for Orphans and vulnerable children in India 6. Hurlock, B. Elizabeth (2007). Personality Development, Tata Mc Graw Hill Publishing Company Limited, New Delhi. Journal: 1. Journal of Psycho Social Research- MD Publications Pvt. Ltd. New Delhi 2. Indian Journal of Life Skills Education, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.

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COURSE IV: LIFE SKILLS ACROSS LIFE SPAN 504

COURSE CODE: MALS

Objectives This course is premised on the concept that understanding of life span development is a prerequisite for the effective application of life skills. It seeks to introduce the students with:  Developmental tasks at various stages of life span  Consequent physical and psycho-social changes. Issues and concerns of each stage.  To study understand the role of life skills that emerge /are required /utilized at each of these stages within the eco-cultural contexts of the life span development.  To locate the role of self as an agent who can use life skills to influence the sociocultural contexts just as acknowledge the influence of the socio-cultural systeFms that surround and in many mould the agentic self and the life skills that emerge. UNIT 1: INTRODUCTION  Theories of Life Span Development Piaget’s Cognitive Development Erick Erickson’s Psycho-Social Development Theory Vygotsky’s Socio-Cultural Theory of Development Urie bronfenbrenner- Biological Theory UNIT 2: EARLY AND LATE CHILDHOOD  Early Childhood - Characteristics and DevFelopmental tasks - Physical, Cognitive, Motor Skills, Language and Psycho-Social Development - Self Concept, Autonomy and Moral Behavior - Socialisation and internalization - Physical, Psychological, Social, Moral and Personality Hazards - Happiness in Early childhood  Late Childhood: The developing self-the child in the school. - Characteristics and Developmental tasks - Physical, Cognitive, Emotional, Moral Development - Skills, Speech, Emotions and emotional expressions, Play interests, - Moral attitudes and behaviour - Socialisation and Sex Role Stereotyping - Self development - Physical and Psychological Hazards - Happiness in Late Childhood . UNIT 3: PUBERTY AND ADOLESCENCE Puberty Stages and Characteristics - Physical changes at puberty and effects of puberty changes. - Physical and Psychological concerns during puberty 

Adolescence Page 11 of 62

-

Characteristics and Developmental Tasks Physical changes and emotionality Adolescent interests, Social change and Moral behavior Adolescent relationship with parents, siblings peers and society Adolescent issues and concerns

UNIT 4: ADULTHOOD  Early Adulthood - Characteristics and changing interests in Early Adulthood - Physical, Cognitive and Moral development - Marital Life and Marital adjustments - Parenthood and Parenting Styles - Personal and Social issues in Early Adulthood   -

Middle Adulthood Vocational Adjustments Marital Adjustments Parental Adjustment

Late Adulthood Characteristics of aging and longevity Changes in Motor and Mental Abilities Physical and Mental Health Care concerns Adjustments to Physical change and Family life Adjustment to vocation, Retirement and Life Long Learning Models of Coping in Late Adulthood Dealing with Death and Beveavement

Prescribed Books: 1. Hurlock B.Elizabeth, (2007). Developmental Psychology: A Life Span Approach, (5th Ed), Tata Mc Graw Hill Publishing Company Ltd. New Delhi 2. Papalia E. Diane et al., (2005). Human Development, (9th Ed.), Tata Mc. Graw Hill, New Delhi 3. Salkind. J. Neil, (2004). An Introduction to Theories of Human Development, Sage Publications, New Delhi References: 1. Santrock, W. J. (1998). Child Development, (8th Ed), Tata Mc Graw Hill, Boston 2. Santrock, W. J. (2007). Adolescence, Tata Mc Graw Hill, Boston Journals: 1. The Journal of Early Adolescence - Sage Journals 2. Indian Pediatrics- Journal of Indian Academy of Pediatrics. 3. The Indian Journal of Pediatrics - An International Journal

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COURSE V: RESEARCH METHODOLOGY: QUANTITATIVE 505

COURSE CODE: MALS

Objective This course is designed to enable the students  To conceptualize and operationalize the Research problem  To design quantitative and qualitative studies with appropriate methodology  To prepare scientific research reports Unit 1 – Introduction 



Fundamentals of Social Research - Defining a research Problems - Concepts, constructs and operational definitions - Variables, Types of Variables, observables and intervening variables - Measurements of variables, Types of Scale: Nominal, Ordinal, Interval and Ratio - Scaling Techniques: Likert type scale, Thurstone scale, Problems of scaling Framing Hypotheses: why do we frame hypotheses - Review of relevant literature - Conceptualising the problem scientifically, developing objectives - Framing hypotheses-null and alternative.

Unit 2 – Fundamentals of Sampling  Measures of Central Tendency - Arithmetic Mean, Median and Mode  Measures of Dispersion - Range, Quartile and Mean Deviation, Standard Deviation  Normal Probability curve - Kurtosis and Skewness  Sampling - Types of sampling - Determination of Sample Size - Types of surveys: the methodology for survey research Unit 3 – Research Design - purpose and principles - Criteria for research designs, common research designs - Applications - Randomised groups, correlated groups  Methods of observation and Data Collection - Questionnaire, Reliability and validity of instruments - Schedules & inventories Unit 4: Analysis, inference, interpretation and presentation  Correlation and Regression - Correlation: Concepts and application– Product moment and rank difference - Regression: Concepts and use - Advantages of Regression over correlation

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

Parametric and Non-Parametric Tests - Tests of significance for small and large samples - ‘t’ test, 'F’ Test, Analysis of Variance (ANOVA) and Chi-square test.

Unit5: Data Generation and Presentation  Data Analysis - Data entry, cleaning and quality of data - Data Analysis & Interpretation - Computer aided data analysis using SPSS  Writing Research Report - Addressing research question - Writing Strategies - Structure and style of reports - Referencing and Citation Prescribed Books 1. Babbie Earl (2008). The Basics of Social Research, Printed at Thomson Higher Education, USA 2. Blalkie, N. (2010). Designing Social Research. 2nd etn, Polity Press, Cambridge. Introduction & Chapter 1 - 7. 3. Burton Dawn (2000). Research Training for Social Scientists, Sage Publications, New Delhi 4. Cargan Leonard. (2008). Doing Social Research, Rawat Publications, New Delhi. 5. Jackson L. Sherri, (2009). Research Methods and Statistics, Rawat Publications, New Delhi. References: 1. Elliott, Alan C. & Woodward Wayne A(2007). Statistical Analysis-Quick Reference Guidebook, Sage Publications, New Delhi. 2. Gomm Roger (2008). Social Research Methodology: A Critical Introduction, Palgrave Macmillian, New York. 3. Osborne W. Jason, (2008). Best Practices in Quantitative Methods, Sage Publications, London. 4. Majumdar, P.K. (2005). Research Methods in Social Sciences. New Delhi, India: Viva Books Pvt. Ltd. 5. Miller, D.C. and Neil J Salkind. (2002). Handbook of Research Design and Social Measurement. (6th Ed). California: Sage Publications. 6. Ranjit Kumar. (2011). Research Methodology. Sage Publications. New Delhi. 7. Sarantakos, Sotirious. (2005). Social Research. (3rdEd). New York: Palgrave Macmillan.

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COMMON ELECTIVE COURSE VI: UNDERSTANDING YOUTH 101 Unit 1 – Introduction  Defining Youth  Social Construction of Youth  Changing conceptions of Youth Unit 2 – Perspectives of Youth  Cultural Perspective  Comparative Perspective  Biographic Perspective Unit 3 – Approaches to Youth  Youth as Action  Youth as Identity  Youth as Transition  Youth and Inequality  Youth and Dependence  Youth in Society Unit 4 – Identities  Gender  Belonging  Well Being Unit 5 – Youth Power  Youth Demographics  Youth and Socio-political Movements  Youth as Social – Capital  Youth as Change agents  Youth in the context of globalisation

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COURSE CODE: MAYD

Prescribed Books: 1. Balan K., (1985). Youth Power in the Modern World, Ajanta Publications, New Delhi 2. Jones Gill, (2009). Youth, Polity Press, UK 3. Kehily Jane Mary (Etd.) (2007). Understanding Youth: Perspectives, Identities and Practices, Sage Publication, London 4. Landis H. Paul, (2011). Adolescence and Youth: The Process of Maturing, Sarup Book Publishers Pvt. Ltd., New Delhi. 5. Rajendran Vasanthi & Paul David (2006). Youth and Globalisation, Proceedings of the Workshop on Youth and Globalisation, Rajiv Gandhi National Institute of Youth Development, Sriperumbudur and Tata Institute of Social Sciences, Mumbai 6. Verma.M.L. (2010). Youth and Revolutionary Upsurge, Sarup Book Publishers Pvt. Ltd., New Delhi.

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SEMESTER – II COMMON ELECTIVE

MAYD103

COURSE I: POSITIVE PSYCHOLOGY FOR YOUTH Objectives: On successful completion of the course, students will be able to:  Obtain knowledge on the concepts and perspectives in Positive psychology  Articulate the implications Positive Psychology in the process of Psycho-social development of Human development.  To learn the various factors involved in of positive youth development.  Acquire skills through applied Positive psychology. UNIT 1: Historical overview and development of Positive psychology - The history of positive psychology. - Humanistic psychology. - Where positive psychology stands - Foundational Concepts, Definitions, The scope and aim of positive psychology. - An overview and critiques of Positive psychology and their relevance in Indian context. UNIT 2: Understanding Strengths - Positive Psychology at Individual level, group level and social level, - Renewing Strength and Virtue - Signature Strengths - Positive Psychology and Mental Health - Strengths-based Development and Engagement UNIT 3: Emotion and Self-Based Approaches to Positive psychology - Emotion –Focused Approach: Subjective wellbeing, Science of Happiness and life Satisfaction, Resilience in Development, The Concept of Flow, Positive Affectivity, Positive Emotions, Social Construction of Self Esteem, positive Psychology for Emotional Intelligence, Emotional Creativity and The Adaptive Potential of Coping Through Emotional Approach - Self-Based Approach: Reality Negotiation, Authenticity, Uniqueness Seeking and Humility. UNIT 4: Cognitive and Interpersonal focused Approaches to Positive psychology - Cognitive-focused Approach: Creativity, wellbeing- Mindfulness, Optimism, Hope Theory, Self- Efficacy, Problem Solving Appraisal and Psychological Adjustments, Setting Goals for Life and Happiness and The Role of Personal Control in Adaptive Functioning - Interpersonal Approaches: Relationship connection, Compassion, Psychology of Forgiveness, Gratitude, Love, Empathy and Altruism, Moral and Sources of Moral Motivation, Mediation and Positive Psychology. UNIT 5: Positive Youth Development - Positive Youth Development- Perspectives and practices, The Psychology of Hope, Optimism, Wellbeing and Resilience, Productive processes, promotion and community development. Pro-social behaviour - volunteering, The Science of Page 17 of 62

-

Positive Psychology through Recreation and Volunteering. Positive Ethics for meaningfulness in life. Practicum: Write a Positive Case study about a Youth Awardee/ Youth Achiever Applying Positive Youth Development Model. (Or) Design a community development program utilizing Positive Youth Development Model.

Prescribed Books: 1. Alan Carr (2004), Positive Psychology: The Science of Happiness and Human Strength, Brunner Routledge. 2. Gillham, J.E. (Ed). (2000). The Science of Optimism and Hope: Research Essays in Honor of Martin E. P. Seligman. Radnor, PA: Templeton Foundation Press. 3. Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, D.C.: American Psychological Association. 4. Peterson, Christopher & Seligman, M.E.P. (2004). Character Strengths and Virtues A Handbook and Classification. Washington, D.C.: APA Press and Oxford University Press. 5. Snyder and Shane .J. Lopez (2007). Positive psychology – The Scientific Practical Exploration of Human strengths, Sage publications, New Delhi. 6. Snyder and Shane .J. Lopez (2007). Positive psychology – The Scientific Practical Exploration of Human strengths, Sage publications, New Delhi. 7. Snyder, C. R., & Lopez, S. J. (Eds.). (2002). Handbook of positive psychology. New York: Oxford University Press. References: 8. Anthony D. Ong and Manfred H.M. Van Dulmen, (2006) Oxford Handbook of Methods in Positive Psychology, Oxford Positive Psychology Series ,USA 9. Rich Gilman (Editor), E. Scott Huebner (Editor), Michael J. Furlong (Editor) Handbook of Positive Psychology in Schools. 10. Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press. 11. Seligman, M.E.P. (1998). Learned optimism: Pocket Books (Simon and Schuster). 12. Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press. 13. Seligman, M.E.P., Reivich, K., Jaycox, L., & Gillham, J. (1996). The Optimistic Child. New York: Harper Collins. 14. Shane J. Lopez (Editor), C. R. Snyder Positive Psychological Assessment: A Handbook of Models and Measures. 15. The Journal of Positive Psychology 16. Snyder, C. R., & Lopez, S. J. (Eds.). (2002). Handbook of positive psychology. New York: Oxford University Press. 17. Stewart Donaldson and Mihaly Csikzentmihalyi et al. 2011, Applied Positive psychology – improving Everyday life, health, Schools, Work and Society. Routledge, New Delhi.

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COURSE II: THEORETICAL FOUNDATIONS OF LIFE SKILLS 506

COURSE CODE: MALS

Objectives This course aims at providing the foundations in psychology and social psychology as they form the basis for life skills education.  This paper will help the students to get familiar with theories, compare and contrast the theoretical approaches.  Utilize the theoretical insights into further research into life skills education as well as the creation of training content for life skills. Unit 1: THEORIES ON LEARNING and Behavioral Change in Social Contexts  Social Learning Theory: Albert Bandura  Social Influence Theory: Herbert Kelman  Social Inoculation Theory: William J. McGuire Unit 2: THEORIES ON SELF  Self through the social lens- Looking Glass Self, I and Me of Self  Self and the Psychoanalytic lens—Introduction to the ideas of the post-Freudians. – Jung, Klein and Kohut.  Self through the Cultural Lens-Independent and Interdependent ‘Self ways’  Self and the role of self-focused attention in behavioral change - Objective Self Awareness Theory: Duval & Wicklund  Self through the humanistic lens- Self-determination theory; Ryan and Deci, SelfAffirmation Theory: Claude Steele Unit 3: THEORIES ON PROBLEM BEHAVIOUR AND DECISION MAKING  Problem-Behaviour Theory :Richard Jessor  Gestalt Theory and Problem Solving: Wertheimer  Bounded Rationality, ecological rationality and social rationality : the use of heuristics in decision making Unit 4: THEORIES ON EMOTIONAL AND SOCIAL INTELLIGENCE  Early Theories on Emotion: Cannon-Bard, James Lange, Schachter & Singer  Theory of Emotional Intelligence: Daniel Goleman; Bar-On; John Mayer, Peter Salovey, David Caruso  Attachment Theory: John Bowlby  Multiple Intelligence Theory: Howard Gardner  Flow Theory: Csikszentmihalyi  Sternberg’s theory of Intelligence Unit 5: THEORIES ON RISK, RESILIENCE AND COPING  Resilience and Risk: The emergence of Prevention Sciences: Masten, Luther, Becker  Theories on Stress Coping: - Systemic Stress: Selye's Theory - Psychological Stress: The Lazarus Theory Page 19 of 62

- Transactional Models of Stress and Coping: Lazarus & Cohen, Antonovsky & Kat Prescribed Books: 1. Adams Bert N., Sydie. R.A. (2002). Sociological Theory. New Delhi: Vistaar Publications 2. Baron.A.Robert, (2007). Psychology, Prentice-Hall of India Private Ltd, New Delhi 3. Cervone Daniel and Pervin. A. Lawrence,( 2008). Personality Theory and Research, John Willey & Sons Inc.USA. 4. Csikszentmihalyi, Mihaly, (1996). Creativity: Flow and the Psychology of Discovery and Invention, Harper Collins. New York. 5. Goleman D,(2004). Emotional Intelligence, Bloomsbury Publishing Plc. Great Britain References: 1. Baron.A.Robert, Branscombe. R., Nyla et al. (2010). (12 Edn.) Doorling Kindersley India Pvt. Ltd. 2. Carr Alan, (2004), Positive Psychology, Routledge, New York. 3. Feldman. S. Robert. (2009). Essentials of Understanding Psychology. (7th Edn.) New Delhi: Tata Mc Graw Hill 4. Goleman D (2007). Social Intelligence, London: Arrow Books 5. Morgan and King (1993). Introduction to Psychology, Tata McGraw-Hill Publishing Company Ltd, New Delhi. 6. Myers D.G (2006). Social Psychology ,Tata McGraw-Hill Publishing Company Ltd, New Delhi 7. Salkind .J. Neil, (2004). An Introduction to Theories of Human Development, Sage Publications, New Delhi 8. Rawat H.K. (2007). Sociology: Basic Concepts. New Delhi: Rawat Publications 9. Taylor, Shelley E. et al., (2006). Social Psychology, 12th Edn., Sheel Print and Pack, New Delhi. 10. Santrock W.John (2006). Educational Psychology. (2nd Edn.)New Delhi: Tata McGraw-Hill Publishing Company Ltd. 11. Tischler.L.Henry, (1990). Introduction to Sociology, Holt, Rinehart and Winston, Inc., USA. Websites: 1. http://www.adb.org/documents/information/knowledgesolutions/understanding-developing-emotional-intelligence.pdf 2. http://gestalttheory.net/archive/wert1.html 3. http://www.instructionaldesign.org/theories/gestalt.html 4. http://www.intraspec.ca/ShermanDK_SelfAffirmationTheory2006.pdf 5. http://libres.uncg.edu/ir/uncg/f/P_Silvia_Objective_2001.pdf 6. http://userpage.fu-berlin.de/~schuez/folien/Krohne_Stress.pdf

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COURSE III: ORGANISATIONAL BEHAVIOUR 507

COURSE CODE: MALS

Objectives: Through this course the students are expected to gain knowledge on:  Basic approaches and models of organisational behaviour  Organisational commitment, job satisfaction, culture and climate  Organisational change and development Unit 1: INTRODUCTION  Organisations and Organisational Behaviour Systems - Structure, Types  Basic Approaches: Classical, Neo Classical, System, Contingency and Result Oriented Approaches  Models of Organisational Behaviour: Autocratic, Behavioural, Supportive, Collegial and Systems Approach  Organisation Design Unit 2: COMMUNICATION AND ORGANISATIONAL BEHAVIOUR  Types and Forms of Communication  Communication Symbols and Barriers  Interpersonal Behaviour  Group Behaviour Unit 3: MOTIVATION AND JOB SATISFACTION  Human Needs and Motivational Drives  Motivational Models  Rewarding Systems and Performance Appraisal  Organisational Commitment and Job Satisfaction Unit 4: ORGANISATIONAL CLIMATE AND CULTURE  Climate: Dimensions and Theories  Characteristics of Organisational Culture  National Vs Organisational Cultures, Strong Vs Weak Cultures  Creating and Sustaining Culture  Spiritual, Ethical, Customer Responsive Cultures Unit 5: ORGANISATIONAL CHANGE AND DEVELOPMENT  Organisational Change – Concept, change agents, resistance to change, approaches to managing Organizational Change  Organisational Development Techniques, Need for OD and Intervention Techniques  Succession Management  Practicum - Visit to Industries/Consultancy Services/Companies

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Prescribes Books:  Mammoria C. B., and Gankar S.V. (2006). Personnel Management, Himalaya Publishing House, Mumbai.  Newstrom J. W & Davis Keith (2002). Organizational Behaviour. Tata McGraw Hill Publishing Co Ltd, New Delhi.  Robbin P. Stephen, Judge.A. Timothy, Sanghi Seema, (2007). Organisational Behaviour, Pearson Prentice Hall, New Delhi.  Robbin P. Stephen (2010). Organisational Behaviour, (11th Edn.), Pearson Prentice Hall, New Delhi.  Pareek Udai, (2007). (2nd Edn.), Understanding Organizational Behaviour, Oxford University Press, India References: 1. Earl. M.A Carter and Frank A McMahon (2005). Improving Employee Performance through work place coaching, A practical guide to performance Management, Sourabhy Printers Private Ltd, New Delhi 2. Neville.C. Tompkins, (2006). Managing Employee Performance Problems. New Delhi: Viva Books Private Ltd, New Delhi. 3. Paul Hersey and Kenneth .H. Blanchard (1988). Management of Organisational Behaviour, (5th Edn.), Prentice Hall. 4. Sharma. R.A (2000). Organizational Theory and Behaviour. New Delhi: Tata Mc Graw-Hill Publishing Company. Ltd, New Delhi Website: 1. http://www.freemba.in/substream.php?stcode=3&stname=Organisational_Behavi our

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COMPULSORY ELECTIVE COURSE IV: TRAINING: PROCESS AND DYNAMICS 508

COURSE CODE: MALS

Objectives: On completion of this course, the students will gain insight into:  Key facets of training  Designing and conducting a training programme  Handling challenging situations in a training programme Unit 1: INTRODUCTION  Understanding Training  Key Facets of Training  Levels of Training  Modes of Training  Understanding Learning- Concept and dimension  Process of Learning in a training programme  Components of learning Unit 2: TRAINING NEEDS ANALYSIS - Understanding and Identifying Training Needs - Levels of Performance and Training Needs: Individual, Organisational and Group - Job, Task, Competency and Performance Analysis, Feedback and Recommendations - Techniques and Steps in Training Need Analysis Unit 3: DESIGNING AND CONDUCTING A TRAINING PROGRAMME  Designing a Training Programme - Formulation of Training Objectives - Preparation of Action Plan  Conducting a Training Programme - Meeting and Fulfilling Participants Needs - Making the Training Group Functional and Empowered - Delivering the Programme - Concluding the Programme - Documenting the Programme Unit 4: GROUP DYNAMICS & HANDLING CHALLENGING SITUATIONS IN A TRAINING PROGRAMME  Group Dynamics - Features of Training Group - Types of Participants - Functional and Dysfunctional Behaviour of Training Group - Development of Training Group  Types of Challenges Page 23 of 62

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- Group: Silent Group and Groups moving too fast or slow - Participant: Silent, Talkative and Know All Category - Interaction: Side Tracking, Argumentative, Parallel, Wrong Response and Parallel Discussions - Conflicts: Among the Participants and between Trainers and Trainees Handling Challenges - Diagnosing, Analysing, and Interviewing - Reducing Barriers and Motivating Participants

Unit 5: PRACTICUM  Training Need Analysis Prescribed Books: 1. Agochiya Devendra (2009). Every Trainer’s Hand Book, (2nd Edn.), Sage Publications, California. 2. Bee R. and Bee F, (1994). Training Needs Analysis and Evaluation. Universities Press. Hyderabad. 3. Blanchard N.L. and Thacker .J.W (2004). Effective Training: Systems Strategies and Practices, Prentice Hall, Delhi. 4. Janakiram B(2007). Training and Development, Biztantra, Dremtech Press, New Delhi. 5. Naik G. Pandu( 2007). Training and Development: Text, Research and Cases. Excel Book, Delhi. References: 1. Boydell Tom et al., (1996). Identifying Training Needs, University Press India Ltd. 2. Jacqui Gough, (1998). Developing Learning Materials, Universities Press (India) Reprint.

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COURSE V: PRACTICUM IN APPLIED LIFE SKILLS

COURSE CODE: MALS509

Objectives: Through this paper the students will develop competence in application of life skills for  Effective learning and planning for career  Social Improvement  Handling psycho-social problems UNIT 1: LIFE SKILLS AND CAREER  Education - Goal Setting: Types, Steps - Time Management - Effective Learning: Study Skills and Memory Techniques - Examination Preparation  Work/Career - Factors Influencing Career Choice - Career Planning: Importance, Steps - Interview: Types, Preparation, Do’s and Don’ts - Life Skills for Effective Learning, Successful Career Planning & Development and Interview UNIT 2: LIFE SKILLS IN SOCIAL CONTEXT  Media influence - Types of media: Print, Electronic, New Age Media - Influence of media: Issues and concerns - Life Skills and Media Literacy  Social Harmony and National Unity - Indian Social Fabric: Secularism, Pluralism, Peace, Tolerance - Challenges to Social Harmony and National Integration - Life Skills for Social Harmony and National Integration  Differently abled - Issues and concerns of differently abled - Life Skills for differently abled  Vulnerable and Marginalized Group - Issues and concerns of vulnerable: Orphans, Street children - Concerns of SC and ST - Life Skills for vulnerable and marginalized. UNIT3: LIFE SKILLS FOR SPECIFIC PROBLEMS  Peer pressure - Exploring peer relations: positive and negative peer relations - Peer conformity and statuses - Life Skills for handling negative peer pressure  Substance abuse and alcoholism - Meaning, type of substance abuse: Tobacco, alcohol, psychoactive substance - Drug addiction, symptoms, causes and effects Page 25 of 62

- Alcoholism: symptoms, causes and effects - Life skills for preventing substance abuse UNIT 4: LIFE SKILLS TO DEAL WITH SUICIDE AND ABUSE  Physical and Sexual Abuse of children - Issues and concerns - Life Skills for preventing and coping with abuse  Depression - Common Symptoms of depression - Life Skills to prevent depression  Suicide - Concept, suicidal ideation - Myths and warning signs about suicide - Life Skills to avoid suicidal ideation UNIT 5: PERSONALITY ASSESSMENT - 16 PF - High School personality questionnaire - Rotters internal and external locus of control Prescribed Books: 1. Arulmani. G. and Arulmani Sonali Nag, (2005). Career Counselling: A Handbook, Tata Mc Graw Hill Publishing Co., New Delhi. 2. Duffy Grover Karen, Atwater Eastwood, (2008). (8th Edn.), Psychology for LivingAdjustment, Growth and Behaviour Today, Pearson Education Inc, New Delhi. 3. Kumar .J. Keval, (2008), Mass Communication in India, Jaico Publication India Pvt. Ltd 4. Santrock, W.J., (2006). Adolescence, (11th Edn.), Tata Mc Graw Hill Publishing Company, New Delhi. 5. Stella Cottrell, (2008). The Study Skills Handbook, Palgrave Macmillan Ltd. (3rd Ed), New York References: 1. Arul Aram I, Nirmaldasan, (2009). Understanding New Media, Tata McGraw Hill New Delhi. 2. Jason J. Burrow Sanchez, (2007). Helping Students Overcome Substance Abuse, Guilford Publication Inc. Canada 3. John C. Coleman and Leo B. Hendry, (1999). The Nature of Adolescence, Routledge, New York 4. Liddle A. Howard et al., (2006). Adolescent Substance Abuse - Research and Clinical Advances, Cambridge University Press 5. Nair. A.R. (2008). Social Integration and Communal Harmony, Rajiv Gandhi National Institute of Youth Development, Tamil Nadu. 6. Panthaki Dhun (2005). Education in Human Sexuality: A Sourcebook for Educators, FPA India and IPPF, Mumbai. 7. RGNIYD (2008). Training Manual for Youth in Social Harmony and National Unity, Tamil Nadu. 8. Susan Moore, Doreen Rosenthal,(2006).Sexuality in Adolescence Current Trends, Routledge, London Journal: 1. Journal of Psycho Social Research- MD Publications Pvt. Ltd., New Delhi Page 26 of 62

COURSE VI: RESEARCH METHODOLOGY – QUALITATIVE

COURSE CODE: MALS510

Objectives: On successful completion of the course, the students will be able to:  Question the assumptions of mainstream science as a value free metric enterprise, that answers presumed “universals’  Understand the diversity of human experience and articulate the life skills inherent as well as needed in those diversities; appreciate the role of the researcher and of inter-subjectivity and finally, recognise the richness of the context which embeds the experience.  Identify the different steps in qualitative research, data processing and report presentation.  Utilize the process of research and the power of the researcher’s voice and position to highlight the life skills that inhere within as well as are needed towards both theory building in life skills education as well as advocacy on issues of social significance. Unit 1: What is Qualitative Research: An Introduction to the Field  Paradigmatic research styles through exemplars-Anselm Strauss, Garfinkel and Sacks, Clifford Geertz, Norman Denzin, Marie Jahoda.  Background Theories of Qualitative Research-Phenomenological life-world analysis, ethno-methodology, symbolic interactionism, Constructivism Unit 2: Methodology of Qualitative Research - Conceptualising the problem - Designing and approach of the study - Selection procedures, sampling and case construction - Triangulation - Doing Qualitative research: The uses of reflexivity - Entering the field, collecting verbal data-Qualitative interviewing as an active reflective process, focus groups and group discussions - Observing as a qualitative method, field observation and ethnography, Photography and films as qualitative visual data, - Narratives, case diaries and life stories Unit 3: Analysis, Interpretation and presentation - Transcription of conversations, analysis of semistructured interviews, analysis of narratives and life stories, Conversation analysis, analysis of documents and records, Content analysis ,theoretical coding towards saturation and grounded theory - The art of interpretation and presentation of qualitative research Unit 4: Qualitative Research Programs: Applications - Qualitative biographical and generation research - Phenomenological life-world analysis in ethnography for special, non-mainstream cultures and communities - Culture studies - Gender studies Page 27 of 62

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Organizational Analysis Qualitative evaluation research on social issues

Unit 5: Qualitative Research in Context - Research Ethics, value, the positioning and voice of the researcher. - Utilization of Qualitative Research - Future prospects and Challenges in Qualitative Research Prescribed Books: 1. Cargan, Leonard (2008). Doing Social Research, Jaipur: Rawat Publications. 2. Kardoff, Stienke and Flick(2004). A companion to Qualitative research , Delhi, Sage Publications 3. Silverman David(2011). Qualitative Research, 3rd Edition. Delhi, Sage Publication 4. Miles,Matthew B. and Huberman, Michael A.(1994). Qualitative Data Analysis :An Expanded Sourcebook. Delhi:Sage Publication

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SEMESTER – III COURSE I: LEADERSHIP

COURSE CODE: MALS511

Objectives: This course will provide foundation for students to understand:  Introduction to leadership  Theories of leadership  Leadership skills development  Strategic leadership and knowledge management Unit 1: INTRODUCTION TO LEADERSHIP - Definition of Leadership - Classification: Types of Leaders and Styles of Leadership - Characteristics and Functions of Leadership - Values and Ethics of Leadership Unit 2: THEORIES OF LEADERSHIP - Leader Member Exchange Theory - Contingency Theory - Path- Goal Leadership Theory - Transformational Leadership Theory - Charismatic Theory Unit 3: LEADERSHIP STYLES AND TEAM BUILDING  Leadership Styles - Autocratic - Participative - Entrepreneurial Leadership  Transformational and Transactional  Team Building - Definition - Team formation – Tuckerman - Common Team Problems - Steps to Team problem solving - Brain storming Unit 4: LEADERSHIP SKILLS  Basic Skills - Learning from experience - Communication, listening, assertiveness, providing constructive feedback - Effective stress management - Building technical competence - Building effective relationship with superiors and peers - Setting goals  Advanced Leadership Skills - Delegating - Managing Conflict Page 29 of 62

- Negotiation - Improving Creativity - Development Planning - Credibility - Coaching - Empowerment Unit 5: STRATEGIC LEADERSHIP AND KNOWLEDGE MANAGEMENT - Importance - The Nature of Strategic Leadership - Components of Strategic leadership Practicum - Biographical Study of Leaders Prescribed Books:  Du Brin (1998). Leadership: Research Findings & Skills, All India Publishers and Distributors, Chennai  Gillian Butler and Tony Hope (2007). Manage Your Mind: The Mental Fitness Guide, Oxford, Oxford University Press  Hughes (2005): Leadership – Enhancing the Lessons of Experience, Boston Publishers, Chennai.  Northouse. Peter. G (2005). Leadership: Theory and Practice, Sage Publication, New Delhi.  Posner,K. (2006). Leadership Challenges( 3rd Edn.) New Delhi: Wiley India Pvt Ltd  Wallace R. Masters, (2001). Personal Development for Life and Work: UK, South Western. References:  Robert Mai, and Allen Kakerson (2007). The Leader as a Communicator, Prentice Hall, New Delhi.  Rothwell, WJ Priscott, RK, & Taylor MW (2005). Strategic HR Leader, Mumbai: Jaico Publishing Home. Websites: 1. http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm 2. http://www.leadersdirect.com/mind.html 3. http://www.nwlink.com/~donclark/leadership/development/leadership_develop ment_model.html 4. http://www.see.ed.ac.uk/~gerard/MENG/ME96/index.html Journal 1. The Leadership Quarterly, Elsevier

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COURSE II: PERSONALITY DEVELOPMENT

COURSE CODE: MALS512

Objectives: The course is designed to provide insights into a range of theoretical and conceptual topics in personality development. The students will be introduced to:  Theories of personality  Determinants of personality  Personality enrichment and assessment Unit 1: INTRODUCTION  Defining Personality  Personality Development  Stability of Personality  Personality Change Unit 2: THEORIES OF PERSONALITY  Psychoanalytical Theory of Personality  Humanistic Theory of Personality  Trait Theory of Personality  Social Cognitive Theories  Behaviorism and Learning Approaches to Personality  Eastern Theory: Thriguna Theory (SRT) Unit 3: DETERMINANTS OF PERSONALITY  Cognitive Determinants - Intellectual Development and Intellectual Capacities - Deviant Intelligence - Major areas of adjustment affected by Intelligence  Socio-cultural Determinants - Family and Educational Determinants - Social Determinants  Emotional Determinants - Dominant Emotions, Emotional Expressions - Emotional Balance and Emotional Deprivation - Emotional Catharsis and Emotional Stress Unit 4: PERSONALITY ENRICHMENT  Motivation and its Process  Life Skills for Personality Development Prescribed Books: 1. Cervone Daniel, Pervin. L.A, (2008), Personality Theory & Research, (10th Edn.), John Willey & Sons, Inc., United States of America. 2. Haslam Nick, (2007), Introduction to Personality and Intelligence, Sage Publications, New Delhi. 3. Hurlock, B. Elizabeth,(2007). Personality Development, Tata McGraw-Hill Publishing Company Limited, New Delhi. Page 31 of 62

4. Mangal S.K, (2008). An Introduction to Psychology, Sterling Publishing Private Limited. 5. Mischel Walter et al., (2008). Introduction to Personality, John Wiley and Sons, Inc. USA. 6. Rao K. Ramakrishna et al., (2008), Hand Book of Indian Psychology, Cambridge University Press India Pvt. Ltd., New Delhi. 7. Robert J. Gregory (2006). Psychological Testing, Pearsons Education, Inc, New Delhi. 8. Salkind J. Neil, (2004). An Introduction To Theories Of Human Development, Sage Publications, Inc, New Delhi. 9. Wallace. R. Harold & Masters Ann, (2008). Personality Development, Cengage Learning India Private Limited, New Delhi. 10. Calvin S. Hall Gardner Lindzey John B. Campbell (2007). Theories of Personality, Wiley India Pvt. Ltd, New Delhi References: 1. Ciccarelli .K. Saundra, Meyer.E. Glenn, (2007). Psychology, Pearson Prentice Hall, New Delhi. 2. Hilgard, E, Atkinson RC & Atkinson RL (1976). Introduction to Psychology (6th Edn.), Oxward &IBH Publishing Co. Pvt Ltd, New Delhi. 3. Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, TamilNadu. 4. Udai Pareek, T. Venkateswara Rao (2000). First Handbook of Psychological and Social Instruments, Concept Publishing Company New Delhi. Journals: 1. Journal of Health Psychology 2. Indian Journal of Applied Psychology 3. Psychology & Developing Societies-Sage Publications. 4. Journal of Personality & Clinical Studies

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COURSE III: TRAINING METHODS AND TECHNIQUES

COURSE CODE: MALS513

Objectives: By the end of the course, students will be able to:  Understand importance of training  Evaluate and document a training programme  Enhance knowledge on various methods in training and development  Understand the role and functions of trainer Unit 1: SUPERVISION, MONITORING, DOCUMENTATION AND EVALUATION OF A TRAINING PROGRAMME  Need and Objectives of Evaluation - Stages of Evaluation: Before, During and After-evaluation  Measuring Participants Learning  Participatory Evaluation  Tools of Evaluation  Documentation - Meaning and Importance - Checklist to Documenting Training Programme  Report - Writing a Report, Frame Work, Executive Summary - Dos and Dont’s of Report Writing Unit 2: TRAINING METHODS  Methods - Brainstorming, Lectures, Case Study, Role Play - Buzz Group, VIPP, Simulation, Experience sharing, individual and group Assignments, Group and Panel Discussions, Demonstrations - Placements and Field Trips, Participatory Learning and Action - Transactional Analysis, Neuro - Linguistic Programme (NLP) - Theater Based Training, Large Group Interactions for collaborative gathering Unit 3: TRAINING AIDS AND MATERIAL  Types of Training Aids  Choice of Appropriate Training Aids  Audio-Visual Aids  Printed Material  Developing Training Support Material Unit 4: THE TRAINER: ROLE DIMENSIONS AND FUNCTIONS  Role Dimensions - Trainers’ Needs versus Participants’ Needs - Key Dimensions of a Trainer and Training Styles - Role of the Trainer - Dilemmas of the Trainer - Role of Consultant Trainer  Functions of a Trainer Page 33 of 62

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- Preparing and Conducting Training Programmes - Trainer as an Effective Team Leader - Handling Problem Situations - Ethics of a Trainer Core Facilitation Skills - Building and Maintaining Rapport - Active Listening and Observing - Masterly Questioning Skills Behaving as a Facilitator - Parent State, Adult State, Child State - Interacting with others

Unit 5: PRACTICUM  Preparation of Training Materials  Conducting a Training Programme Prescribed Books: 1. Agochiya Devendra, (2009). Every Trainers Hand Book (2nd Edn.), Sage Publication Pvt. Ltd., New Delhi 2. Foshay R. Wellesley. Silber.H.Kenneth, Stelnicki.B. Michael et al.,(2003). Writing Training Materials that Work., Jossey – Bass, USA. 3. Janakiram B. (2007). Training and Development, Biztantra, Dremtech Press, New Delhi. 4. Lawson Karen,( 1998). The Trainers Handbook, Jossey – Bass, USA. 5. Landale Anthony. (2004), Training and Development, Infinity Books 6. NewbyTony, (2005), Hand Book of Cost Effective Training, Crest Publishing House, New Delhi. 7. Race Phil, McDowell. Steve. (2004). 500 Computing Tips for Trainers, Crest Publishing House, New Delhi. 8. Rao P.L. (2008). Enriching Human Capital through Training and Development, Excel Books, Delhi. References: 1. Bernard,Philip, (1995. Interpersonal Skills Training., Viva Books Pvt. Ltd. New Delhi. 2. Lawson, Karen (2006). The Trainer’s Handbook(2nd Ed),Wiley Imprint, San Francisco 3. Mayo,Andrew(1998). Creating a Training and Development Strategy. Universities Press. Hyderabad.

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COMPULSORY ELECTIVE COURSE IV: HUMAN RESOURCE DEVELOPMENT

COURSE CODE: MALS514

Objectives By the end of the course the students will be able to:  Understand the concept of human resource development (HRD)  Discuss human resource planning and forecasting  Familiarise with the recruitment, selection and appraisal of performance  Handle employee relations in the work setting UNIT 1: INTRODUCTION  Overview of Human Resources - Need and Role - Functions and Importance - Process and Mechanisms - Planning, Building and Controlling  HRD in Indian Context UNIT 2: HUMAN RESOURCES PLANNING AND FORECASTING  Job Analysis: Job Description, Job Specification - Determining essential Skills, Knowledge and Abilities - HR Instruments, HRD and Diversity Issues - HR Planning at Enterprise Level - Need for Systematic Planning, and Process - Operating Environment: Internal and External - The Work Force Plan UNIT 3: RECRUITMENT AND SELECTION - Various Forms of Recruitment, Recruitment Process - Strategic Selection - Interpretation and Evaluation of Interview Data - Employee Induction Programme - Human Resource Audit UNIT 4: APPRAISAL - Performance Appraisal: Measures of Appraisal, System Components - Appraisal Methods, Ethics of Appraisal - Problems and Solutions - Managing Careers, Enhancing Diversity and Unity - Career Management - Managing Promotions and Transfers UNIT 5: EMPLOYER-EMPLOYEE RELATION - Conflicts, Nature, Types, Levels, Conflict Resolution - Labour Relations - Collective Bargaining: Process, Grievance Redressal Mechanism Page 35 of 62

- Employee Counselling and Wellness Services Prescribed Books: 1. Ghosh Biswanath,(2007). Human Resources Development and Management, Vikas Publishing House Pvt. Ltd., New Delhi 2. Rao, T. V., (1988). Alternative Approaches and Strategies of Human Resource Development , Rawat Publications, New Delhi 3. Udai Pareek Rao T.V., (2009). Designing and Managing Human Resource Systems, Oxford and IBH publishing Company Pvt. Ltd. New Delhi 4. Gary Dessler, (2008). Human Resource Management, Prentice Hall of India, (11th Edn.), New Delhi References: 1. John. P. Welson (2005). Human Resources Development, (2nd Edn.), Kogan Page Ltd., London 2. Jon M. Werner, Randy L. DeSimone, (2006). Human Resources Development, (4th Edn.) , Thomson South Western 3. Pareek Udai, (2008). Training Instruments in HRD and OD, Tata McGraw – Hill, New Delhi 4. Rao, T. V., (2008). HRD Audit – Evaluating the Human Resources Function for Business Improvement, Response Books – A Division for Sage Publications, New Delhi Journals: 1. Harvard Business Review 2. Human Resource Development Review, Sage Publication, Website: http://intlhrd.sagepub.com/ 3. Indian Journal of Industrial Relations, Shri Ram Centre for Industrial Relations & Human Resources (SRC), Website: http://www.irhrjournal.com

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ELECTIVE COURSE: I COURSE CODE: MALS515

PEER EDUCATION

Objectives: After completing the course the students will be able to:  Orient to the concept of peer and peer education  Describe the theories related to peer tutoring  Conduct peer education programmes  Apply peer education approaches in promoting healthy adolescents and youth Unit 1: INTRODUCTION  Peer Education - Definition- Peer, Peer Education - Importance of Peer Education among Adolescence and Youth - Roles of the Peer Educator - Peer Assisted Learning Strategies: Peer Tutoring, Peer Education, Peer Modeling, Peer Counseling, Peer Assessment, Peer Monitoring. - Models of Peer Education: Peer Support Model, Peer Leadership Model - Peer Education as a Youth-Adult Partnership Unit 2: THEORITICAL FRAMEWORKS FOR PEER TUTORING  Social Learning Theory  Theory of Reasoned Action  The Diffusion Innovation Theory  The Theory of Participatory Education  The Health Belief Model  Vygotsky’s Zone of Proximal Development Unit 3: ORGANISING A PEER EDUCATION PROGRAMME  Guidelines for Training of Trainers  Planning a Peer Education Program  Recruitment and Training  Implementing a Peer Education Program  Monitoring and Evaluation Unit 4: INITIATIVES IN PEER EDUCATION  Peer Education in Adolescent Education Programme  Peer to Peer: Peer Education in Drug Abuse  Peer Education in Uniformed Service  Peer Education in HIV and AIDS  Peer Education in Human Rights  Peer Education in Human Trafficking  Peer Education Approach to Sex Education Unit 5: PRACTICUM Page 37 of 62

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Conducting Peer Education Programme for School Adolescents

Prescribed Books:  Devendra Agochiya, (2010). Life Competencies for Adolescents: Training Manual for Facilitators, Teachers and Parents, Sage Publication India.  Peer Approach in Adolescent Reproductive Health Education : Some lessons learnt – (pdf), UNESCO, Bangkok(2003)  Peer to Peer: Creating Successful Peer Education Programs International Planned Parenthood - (pdf), Federation(IPPF) New York(2004)  Peer Education Training of Trainers Manual Youth Peer Education Electronic Resource (YPER),(pdf) 2003  Evidence -Based Guidelines for Youth Peer Education -(pdf) U.S. Agency for International Development (USAID) (2010)  Peer to Peer: HIV & AIDS Peer Educator’s Trainer’s Guide, Family Health International (FHI), Nigeria- (pdf) References: 1. Facilitator’s Manual on Peer Education (2010). RGNIYD, Tamil Nadu 2. Gary S, Holly B & Laura . J, (2008). Impact of Youth Peer Education ProgrammesFinal Results of FHI/Youth Net Study in Zambia, USAID 3. Peer Education: The Untapped Potential, William Damon, Journal of Applied Developmental Psychology, Volume 5, Issue 4, October-December 1984 4. Peer Education, Prevention Research Quarterly , Australian Drug Foundation, Number 17, March 2006 5. Handbook for Peer Education, Gujarat State AIDS Control Society 6. Shelley E Taylor, (2006). Health Psychology, Tata McGraw Hill, New Delhi 7. Tammi, L., Peer to Peer for You – International Peer Education Project Scotland (2005) 8. Understanding and Practice of Peer Education, MAMTA, New Delhi. (2005)

Websites: 1. Tool box of methods used in peer education at www.salto-youth.net 2. Dos and don’ts for Peer Educator at www.etr.org/recapp 3. www.druginfo.adf.org.au

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ELECTIVE COURSE: II LIFE SKILLS FOR DISASTER PREPAREDNESS

COURSE CODE: MALS516

Objectives: Through this course the students will be able to understand  Concepts in disaster management  Types and consequences of disasters  Disaster preparedness and management Unit 1: DISASTERS  Introduction - Definition - Types: Natural and Man-made - Causes - Approaches Social Consequences of Disasters - Displacement - Homelessness - Loss of Livelihood - Occurrence of Anti-social Behaviour  Psychological consequences - Loss of Loved Ones - Grief - Post Traumatic Stress Disorder - Flash backs - Depression - Brief Reactive Psychosis Unit 2: RESPONSE TO DISASTER IMPACT  Response - Important Characteristics of Response - Problem Areas in Response - Requirements for Effective Response - Follow –on from Response Operations - Human Factors in Response, Resources relevant to various aspects of Response Unit 3: PREPAREDNESS FOR DISASTERS  Preparedness - Nature of Preparedness - Problem Areas - Preparedness Needs - Maintenance of Preparedness Levels - Funding - Warning Aspects - Precautionary Measures - Resources - Arrangements Unit 4: REHABILITATION AND RECONSTRUCTION Page 39 of 62



Social Rehabilitation - Rehabilitation - Reconstruction - Disaster prevention  Psychological Rehabilitation - Debriefing - Crisis Intervention - Life Skills Training Unit 5: Workshop on Disaster Preparedness Prescribed Books: 1. Dennis Smith and Dominic Elliott, (2006). Key Readings in Crisis Management, Routledge Taylor and Francis Group, Great Britain. 2. Prabhas C Sinha (2007). Disaster: Vulnerabilities and Risks, SBS Publishers, New Delhi 3. Regester and Larkin, (2008), Risk Issues and Crisis Management, Kogan Page India Private Limited, New Delhi 4. Singh S.R (2009). Disaster Management, APH Publishing Corporation, New Delhi 5. Vikram Patel, (2002).Where There Is No Psychiatrist, Voluntary Health Association of India, New Delhi References: 1. Nick Carter, W,(1991). Disaster Management – A Disaster Manager’s Handbook, Asian Development Bank,Manila 2. Prasad Singh B.K.(2008). Industrial Disaster Management, Navyug Publishers & Distributors, New Delhi 3. Jack Pinkowski, (2008). Disaster Management Handbook, CRC Press, New York Websites: 1. www.disastermgmt.org 2. www.nidm.net

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ELECTIVE COURSE: III LIFE SKILLS FOR CORPORATE SECTOR

COURSE CODE: MALS517

Objectives: This course is designed for students to help them develop an understanding of:  Changing organisational setting  Process and key issues in team work and dynamics of team work  Life Skills required for effective team management and team building Unit 1: INTRODUCTION  Globalisation and Changing Organisational Setting  Key Dimensions of Organisational Environment Unit 2: MANAGING KEY ISSUES IN TEAMS  Conflict Management- Sources, Impacts of Conflict and Conflict Resolution  Power and Social Influence- Types of power, Power Dynamics, Power styles and Employee Empowerment  Problem Solving-Problem Solving Approaches, Techniques, Dynamics and Steps involved  Group Decision Making- Approaches, Factors affecting Group Decision Making and Decision Making Techniques  Life Skills for successful Team Management Unit 3: MANAGING CREATIVITY AND DIVERSITY  Creativity- Characteristics, Individual and Group Creativity, Group Creative Techniques  Diversity- Problem of Diversity, Causes and effects, Managing Diversity  Life Skills for Managing Creativity and Diversity Unit 4: TEAM BUILDING AND SUSTAINING TEAMS  Organisational Matrix and Team work  Characteristics of Matrix and Team Building Process  Individual Territories versus Team Spaces  Self-managing Teams and Virtual Teams  Team Training – Training together, Transfer of Training and Types of Training  Team Performance - Evaluation and Rewarding System  Application of Life Skills for Team Building and Training  Practicum - Exposure Visit to Understand Team Leadership and Work Culture in Corporate Sector Unit 5: SUCCESSFUL TEAMS  Conditions for and Characteristics of Successful Teams  Process of Team Work - Stages of Teamwork, Goals, Group Socialisation and Group Norms - Motivation, Group Cohesion, Team Roles and Social Behaviour Page 41 of 62

  

- Cooperation, Conflict and Communication in teams Successful Teams, Team Leadership, Effective Team Member and Team Relations Life Skills for Effective Team Member, Successful Leader and Team Relations Types of Teams, Difference between Groups and Key Roles of Team

Prescribed Books:  LaFasto. Frank and Larson Carl, (2008). (6th Edn.), When Teams Work Best, Sage Publications Inc., New Delhi.  Levi Daniel, (2007). Group Dynamics for Teams, (2nd Edn.), Sage Publications Inc., New Delhi.  Robbin P. Stephen, (2007). Organisational Behaviour, (11th Edn.), Pearson Prentice Hall, New Delhi.  Senge Peter, Kliener A., Roberts,C. Ross,R. Roth, G. Smith,B (1999). The Dance of Change: The Challenges of sustaining momentum in Learning Organisations. Nicholas Brealey Publishing. London References: 1. Earl. M.A Carter and Frank A McMahon, (2005). Improving Employee Performance through work place coaching: A practical guide to performance Management. New Delhi- Sourabhy Printers Private Ltd. 2. Nilakant V. and Ramnarayan S. (2006). Change Management. Sage Publications, Delhi.

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ELECTIVE COURSE: IV MALS518

COURSE CODE:

LIFE SKILLS FOR POPULATION WITH SPECIAL NEEDS Objectives By the end of the course the students will be able to:  understand the problems of people with special needs  comprehend the perspectives and strategies for inclusion  evolve Life Skills to impart life skills for special population UNIT 1: INTRODUCTION  Definitions  Exceptional Children  Disability and Handicap  Developmental Delay and At-Risk  Prevalence of Young Children with Special Needs: Low and high incidence of disability  The Roles of Disability in Society  The Importance of Early Intervention UNIT 2: IDENTIFYING AND ASSESSING YOUNG CHILDREN WITH SPECIAL NEEDS  Assessment Purposes, Procedures and Types  General Assessment Considerations  Types of Assessment in Early Childhood  Assessing Interrelated Developmental Domains  Cognitive Skills and Motor Skills  Communication and Language Skills  Social and Emotional Skills  Self-Care and Adaptive Skills UNIT 3: DELIVERING SERVICES TO CHILDREN WITH SPECIAL NEEDS 





Service Delivery Models - Home-Based Programs - Center-Based Programs - Combination Programs Inclusive Settings - Mainstreaming - Least Restrictive Environment - Regular Education Initiative - Full Inclusion Transition - Child Involvement - Family Involvement - Professional Involvement - Steps for Planning Effective Transitions Page 43 of 62

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

Professional Teaming and Collaboration - Multidisciplinary - Interdisciplinary - Trans-disciplinary Delivering Individualized Services - Individualized Family Service Plan - Individualized Education Program

UNIT – 4 STRATEGIES FOR INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS - Teacher-Mediated Strategies - Peer-Mediated Strategies - Routine-Based Strategies - Specific Naturalistic Strategies - Building partnership through collaboration UNIT 5: PRACTICUM - Identifying emotional and social needs of special population - Life Skills need analysis for the special population - Evolve life skills training Prescribed Books: 1. Gargiulo, Kilgo (2010). Young Children with special needs, Delmar Cengage Learning, USA 2. Jaeger, Bowman (2005). Understanding Disability - Inclusion, access, diversity and civil rights, Praeger Publishers, USA 3. Friend, Bursuck (2012). Including students with special needs. USA: Pearson Education, Inc. References: 1. Porter Louise (2002). Educating young children with special needs. Allen & Unwin. Australia 2. Darlene Mannix (2009). life skills activities for secondary students with special needs. John Wiley & Sons, Inc. CA Websites: 1. http://socialjustice.nic.in/search.php?cx=013656481690645681878%3Aurfdi2mc dwc&ie=UTF-8&cof=FORID%3A11&q=disability&btnG.x=0&btnG.y=0 2. http://www.ccdisabilities.nic.in/page.php?s=reg&t=def&p=disab_ind 3. http://censusindia.gov.in/Census_And_You/disabled_population.aspx 4. http://www.nirtar.nic.in/

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COURSE CODE: MALS519

ELECTIVE COURSE: V LIFE SKILLS FOR GERIATRIC AND PALLIATIVE CARE Objectives: This course gives exposure to the students on:  The concept of aging  Need and concerns of the elderly  Handling palliative care  Chronic illness and the aged  Terminal illness and bereavement Unit 1: INTRODUCTION  Aging - Concept of Aging - Demographic Profile - Hygiene, Nutrition - Coping Mechanisms  Role and Status in the Family - Family Environment - Housing Accommodation - Position in the Family - Status in the Family  Need pattern of the elderly Unit 2: PALLIATIVE CARE  Magnitude of the Problem  Understanding the Whole Person  Symptom Management in Palliative Care  Self-awareness and self-care  Enhancing the Patient – Clinician Relationship Unit 3: FACING PROGRESSIVE DISEASE AND DEATH  Psychosocial care  Approaches to care  Partnership care  Psychological approaches  Physical approaches

Unit 4: ADVANCE CARE PLANNING  Issues around care planning  Implementing advance care planning  Making decision on behalf of someone who lacks capacity  Decisions by health and social care professionals  Decisions and care planning Page 45 of 62

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Real choice and real responsibility Advance care planning in home and community

Unit 5: TERMINAL ILLNESS AND BEREAVEMENT  Terminal Illness  Resilience in health care  Bereavement  Palliative emergencies  Implication for practice Prescribed Books: 1. Dimatteo M. Robin and Leslie R. Martin, (2007). Health Psychology, Pearson Education, Inc and Dorling Kindersley Publishing. 2. Geoffrey Mitchell, (2008). Palliative Care : A Patient-Centered Approach, Radcliffe Publishing. 3. Keri Thomas, Ben Lobo (eds) (2010). Advance Care Planning in End of Life Care, Oxford University Press, New York 4. Khan Zahir Mohammad, (2009). Elderly in Metropolis, Publisher Inter-India Publications. 5. Jenny Buckley (2008). Palliative Care: An Integrated Approach, John Wiley & Sons, Ltd References:  Chatterjee Suhita Chopra, et al.(2009). Discourses on Aging and Dying, Sage Publications.  David Oliviere, Barbara Monroe, Sheila Payne (2012). Death, Dying, and Social Differences, Oxford University press, UK  Rabow MW, Hauser JM, Adams J. Supporting family caregivers at the end of life. "They don't know what they don't know." JAMA. 2004; 291: 483-489.  Sepulveda C, Marlin A, Yoshida T, Ulrich A. Palliative care: The World Health Organization's global perspective. J Pain Symptom Manage. 2002; 24:91-96.  Sharma K.L. (2009). Dimensions of Ageing: Indian Studies, Rawat Publications.  Tulsky JA. Beyond advanced directives: Importance of communication skills at the end of life. JAMA. 2005; 294: 359-365.  Vachon MLS. The emotional problems of the patient in palliative medicine. In: Doyle D, Hanks G, Cherny N, Calman K, eds. Oxford Textbook of Palliative Medicine. 3rd ed. Oxford, UK: Oxford University Press; 2004.

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ELECTIVE COURSE: IV (OFFERED ONLY TO OTHER SCHOOLS) LIFE SKILLS IN PRACTICE

COURSE CODE: MALS520

Objectives: This course is designed to introduce the students to:  Basic concepts of life skills  Core life skills  Application of life skills UNIT 1: INTRODUCTION  Basics of Life Skills - Definition, Need, Importance - Life Skills: Generic, Problem Specific and Area Specific Skills UNIT 2: CORE LIFE SKILLS: SOCIAL AND NEGOTIATION SKILLS  Social Skills: Self Awareness and Empathy - Self Awareness: Definition, Importance - Empathy: Definition, Importance  Negotiation Skills: Effective Communication and Interpersonal Relationship - Effective Communication: Definition, Functions, Barriers - Interpersonal Relationship: Definition, Factors Affecting Relationship UNIT 3: CORE LIFE SKILLS: THINKING AND COPING SKILLS  Thinking Skills: Creative, Critical Thinking, Problem Solving & Decision Making - Creative and Critical Thinking: Definition, Stages - Problem Solving: Definition, Steps in Problem Solving - Decision Making: Definition, Consequences of Decision Making  Coping Skills: Coping with Emotions and Stress - Coping with Emotions: Definition, Types, Coping Strategies - Coping with Stress: Definition, Sources of Stress, Coping Strategies UNIT 4: APPLICATION OF LIFE SKILLS  Internalizing Life Skills: Process  Life Skills Work in Combination: - Thinking skills, Social skills, and Coping skills  Life Skills for Personal Effectiveness - Goal Setting: Types, Steps - Time Management - Effective Learning: Study Skills and Memory Techniques - Preparation for Examinations UNIT 5: PRACTICUM  Conduct Life Skills Training Sessions to in-school or out-of-school Adolescents Prescribed Books: Page 47 of 62

1. Ciccarelli Saundra .K., Meyer Glen, (2007). Psychology, Pearson Education Inc., New Delhi. 2. Hilgard, E, Atkinson R C & Atkinson R L (1976). Introduction to Psychology (6th Ed), IBH Publishing Co.,Pvt Ltd. New Delhi. 3. Mangal S.K. (2008). An Introduction to Psychology, Sterling Publishers Pvt. Ltd., New Delhi. 4. Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi National Institute of Youth Development, TamilNadu. 5. Stella Cottrell, (2008). The Study Skills Handbook, Palgrave Macmillan Ltd. (3rd Ed), New York References: 1. Prakash B. (Ed). (2003). Adolescence and life skills Common Wealth Youth Program, Asian Center, Common wealth Secretariat. New Delhi: Tata McGraw Hill. 2. Baron, Byrne, (2006). Social Psychology, (11thEd), PHI Publishers, New Delhi 3. Dahama O.P., Bhatnagar O.P, (2005). Education and Communication for Development, (2nd Ed.), Oxford& IBH Publishing Co. Pvt. Ltd. New Delhi. 4. Facilitators Manual on Enhancing Life Skills (2008), RGNIYD, Tamil Nadu 5. Sandhan, Society for Education & Development (2005). Life Skills Education, Training Module, Jaipur. 6. Taylor. E. Shelly. et al,(2006). Social Psychology, (12th Ed), Sheel Print N Pack, New Delhi 7. YUVA School Life Skills Programme: Handbook for Teachers, Vol. I – IV, (2008). Department of Education and State Council of Educational Research and Training, Delhi.

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SEMESTER – IV COURSE I: LIFE COACHING SKILLS

COURSE CODE: MALS521

Objectives: This course is designed for the students to provide a sound knowledge base and skills of being a life coach. The focus here is on:  Life coaching and life skills  Skills for coaching and ethics in practice & training  Developing self - coaching skills  Coaching for life purposes Unit 1 : INTRODUCTION TO COACHING  Life Coaching - Concept, Definition, Dimensions - Life Coaching and Life Skills - Life Coaching, Counselling and Psychotherapy - Four-Stage Skills Model for Life Coaching Unit2 : GROUP COACHING, SKILLS AND ETHICS IN COACHING  Group Coaching -Characteristics of Groups, -Preparing Coaching Groups -Leading Coaching Group Sessions  Central Skills - Skills for a Coaching Relationship - Skills for Assessment and Goal Setting - Presentation Skills - Demonstration Skills - Consolidation Skills  Ethics in Practice and Training - Ethical Issues and Dilemmas in Coaching Practice - Ethical Issues and Dilemmas in Coach Training  Developing Self-Coaching Skills - Self-Directed Coaching Unit 3: LIFE COACHING – AREAS  Coaching Relationship Skills - Skills for Choosing and Starting a Relationship - Assertiveness Skills - Skills for Anger Management - Skills for Managing Relationship Problems  Occupation Skills Coaching - Study Skills Coaching - Career Choice Coaching - Career Performance Coaching

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Health Skills Coaching - Managing Stress - Managing Weight - Managing Alcohol

Unit 4: COACHING SPIRITUALITY AND LIFE PURPOSES  Developing Spirituality and Life Purpose  Understanding Your Past to Create a Desired Future Unit 5: PRACTICUM  Conduct Training Sessions on Relationship, Occupational and Health Skills Coaching Prescribed Books: 1. Flahtrey, J. (1999). Coaching: Evoking Excellence in Others, Boston: ButterworthHeinmann. 2. Jones-Nelson Richard, (2007). Life Coaching Skills, Sage Publications India Pvt. Ltd., New Delhi. 3. Martin Curly, (2001). The Life Coaching Handbook, Crown House Publication Ltd., UK. References: 1. Cormier, S. and Nuris, P.S. (2002). Interviewing and Change Strategies for Helpers: Fundamental Skills and Cognitive-Behavioural Interventions. Belmont, CA: Thomson Brooks/Cole 2. Downey, M. (2003). Effective Coaching: Lessons from the Coach’s Coach (2nd Ed.) New York: Texere. 3. Egan, G. (2002). You and Me: The Skills of Communicating and Relating to Others. Monterey, CA: Thomson Brooks/Cole. 4. Grant, A.M. and Greene, J. (2001). Coach Yourself: Make a Real Change in Your Life, Cambridge, MA: Perseus Publishing. 5. Hudson, F. (1999). The Handbook of Coaching: A Comprehensive Resource Guide for Managers, Executives, Consultants and Human Resource Professionals, San Francisco: Jossey – Bass. 6. Luciani, J.J. (2004). The Power of Self –Coaching: The Five Essential Steps to Creating the Life You Want, New York: Wiley. 7. Nelson-Jones, R. (2006). Human Relationship Skills: Coaching and Self- Coaching, London: Brunner Routledge. 8. Williams Patrick & Thomas .J. Lloyd, (2004). Total Life Coaching: A Compendium of Resources, W.W. Norton & Company, New York, U.S.A. Web Site: 1. www.psychology.org.au/units/interest/

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COMPULSORY ELECTIVE COURSE II: ADOLESCENT CARE AND COUNSELLING

COURSE CODE: MALS522

Objectives: The course content is organised to focus on:  Understanding the nature of adolescence  Physical health & hygiene  Psychosocial issues and adolescent counselling Unit 1: INTRODUCTION  Definition and Phases of Adolescence  Understanding the adolescence - The Nature of Adolescence  Changes during Adolescence: physical, physiological and psychological Unit 2: PHYSICAL HEALTH  Nutrition and Health - Balanced Diet - Nutrition Deficiency- types, causes, consequences and preventive measures - Eating Behavioural Disorder- types, causes, consequences and remedial measures  Hygiene - Personal Hygiene - Sleep Hygiene  Life Style Enhancement - Recreation, Exercise, Yoga and Meditation - Prevention of Diseases - Stress Management Unit 3: PSYCHOSOCIAL ISSUES  Identity Formation  Academic Performance and Scholastic Achievements  Sibling rivalry, Peer Pressure, Bullying, Teasing and Ragging  Anger, Aggression, Depression and Suicide  Sex and Sexuality  Deviant and Anti-social Behaviour  Life Skills to handle Psycho-Social Issues  Practicum - Conduct Awareness Programmes on Adolescents Health and Psycho-social Issues Unit 4: ADOLESCENT FRIENDLY HEALTH SERVICES  Adolescent Friendly Health Care Providers  Counselling Services  Single Window Approach  Barriers to Access Health Care Services and Overcoming Barriers  National Programmes related to Adolescent Care  Life Skills for making use of Adolescent Friendly Health Services Page 51 of 62

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Adolescent Education Programme of Government of India

Unit 5: ADOLESCENT COUNSELLING  Counselling and Guidance - Definition, Difference between Guidance and Counselling - Individual and Group Counselling and Guidance  Micro Skills in Counselling  HEEADDSS Approach in Adolescent Interviewing  Counselling Strategies and Methods: Symbolic, Creative, Behavioural, Cognitive, Psycho-social  Therapeutic Approach- Strength Based Counselling and Solution Focused Therapy  Motivational Interviewing  Practicum - Practicing HEEADDSS Approach in Adolescent Interviewing Prescribed Books: 1. Dennis Lines, (2006). Brief Counselling in Schools, (2nd Ed), Sage Publication, New Delhi. 2. Gladding Samuel, (2009). Counseling –A Comprehensive Profession, Dorling Kindersley India Pvt. Ltd. 3. Kathryn Geldard and David Geldard, (2004). (2nd Ed), Counselling Adolescents, Sage Publications, New Delhi 4. Richard Nelson, Janes (2008). Basic Counselling Skills Sage Publications, (2nd Ed), New Delhi 5. Santrock John (2007). Adolescence, Tata Mc Graw, New Delhi, 6. Bhave Swati. (2006). Text Book of Adolescent Medicine, J.P. Brothers Publication, New Delhi 7. Shelley E Taylor, (2006). Health Psychology, Tata McGraw Hill, New Delhi References:  Gerald R. Adams, (1996). Psychosocial Development during Adolescence, New Delhi  Kochhar S.K., (2006). Educational and Vocational Guidance in Secondary Schools, Sterling Publishers Private Limited.  Nair.M.K.C, (2002). Adolescent and Family Life Education, Prism Books Pvt. Ltd. Websites: 1. http://www.nacoonline.org/Quick_Links/Youth/School_Age_Education_Program_ SAEP/ 2. http://www.education.nic.in/secedu/sec_adole.asp

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COMPULSORY ELECTIVE COURSE III: REPRODUCTIVE AND SEXUAL HEALTH

COURSE CODE: MALS523

Objectives: This course gives exposure to the students on:  The physical growth and development of human being  Issues and concerns of reproductive health  Concept of sex & sexuality and responsible sexual behaviour  Care and support services for HIV infected people.  Life Skills for enhancing knowledge, information & access to health care service Unit 1: INTRODUCTION  Structure and Functions of Male and Female Reproductive Systems  Issues and Concerns of Reproductive Health Unit 2: SEX, SEXUALITY AND RESPONSIBLE BEHAVIOUR  Concept of Sex & Gender  Sexual Health & Reproductive Health  Sexual Development and Sexuality  Sexual Concerns of Boys and Girls  Responsible Sexual Behaviour  Sexual Orientation  Life Skills for Responsible Sexual Behaviour Unit 3: REPRODUCTIVE TRACT AND SEXUALLY TRANSMITTED INFECTIONS  Reproductive Tract Infections - Definition, Types and Consequences of RTI - Diagnosis and Prevention of RTI - Life Skills required maintaining Hygiene of Reproductive Tract  Sexually Transmitted Infections - Sexually Transmitted Infections, Symptoms and Consequence - Vulnerability, Risk and Protective Factors - Diagnostic and Prevention of STI - Life Skills to prevent Acquisition of STI Unit 4:      

HIV / AIDS Biological aspects, Symptoms, Stages of Infection Modes of Transmission Epidemiology of HIV and its Impacts Care and Support Services - (VCTC, ICTC, ART) Life Skills for enhancing Knowledge, Information & Access to Health Care Service Behavioural Modification

Unit 5: ADDRESSING HIV RELATED ISSUES  Prevention of HIV - Prevention of Acquisition and Transmission of HIV. Page 53 of 62

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- Role of various Services in Prevention & Transmission of HIV (Health, Education, Media, Community) Stigma And Discrimination - Discrimination in Educational Institutions, Work place, Home, Public Place, Health Care Institution and Community Life Skills for Handling Stigma and Discrimination - Educational Institutions - Work Place - Marriage and Child birth - Medical Follow Up - Terminal Care - Survival Guidance for HIV Positive Children, Adults and Pregnant Mother Practicum - Interaction with PLW HIV/AIDS - Conduct Awareness Programmes

Prescribed Books:  Craig A. Hill (2008). Human Sexuality Personality and Social Psychological Perspectives, SAGE Publication, New Delhi.  Guyton and Hall, (2000). Guyton's Textbook of Physiology, (10th Ed), W.B. Saunders Co.United States  Panthaki. Dhun (2005). Education in Human Sexuality: A Sourcebook for Educators, FPA India and IPPF, Mumbai.  Bhave.S, (2006). Bhave’ s Text Book of Adolescent Medicine, Jaypee Brothers Medical Publishers, New Delhi, India. References: 1. World Health Organization, (2003). Orientation Programme on Adolescent Health for Health-care Providers. Handout, Department of Child and Adolescent Health and Development. 2. WHO SEARO, (2006). Fact Sheet: Young People and HIV/AIDS, India, WHO SEARO Publication. 3. YUVA Volume 2 Handbook for Teachers Journals: 1. The Journal of Early Adolescence - Sage Journals 2. Indian Paediatrics- Journal of Indian academy of Paediatrics 3. The Indian Journal of Paediatrics - An International Journal Websites: 1. www.aidsinfonet.org 2. www.nacoonline.org 3. UNICEF - http://www.unicef.org/ 4. UNFPA - http://www.unfpa.org/ 5. United Nations - http://www.un.org/ 6. WHO – http://www.who.int/en

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ELECTIVE COURSE: I PARENTING

COURSE CODE: MALS524

Objectives: The Course aims to provide:  A general understanding on parenting  The behavioural aspects of parenting and adolescents  The role of parenting Unit 1: INTRODUCTION  Parenting: An Overview - Family as a System - Marital Relationship and Parenting - Styles of Parenting: Diana Baumrind - Gender, Parenting and Co – parenting - Child Rights and Parenting - Communicating Love Unit 2: CONCEPT OF FAMILY AND ROLE OF PARENTS - Indian Society and the Family System - Functions of the family - Role of Parents and other Partners in Parenting Unit 3: PARENTING FROM INFANCY THROUGH THE PRESCHOOL YEARS  Parenting an Infant - Brain Development - Daily Habits - Forming Attachments - Infant effects and Temperament  Parenting a toddler - Socialization - Discipline - Structuring - Emotional Regulation  Parenting a preschooler - Gender Identity - Pro social Development - Autonomy - Discipline Unit 4: PARENTING: THE MIDDLE CHILDHOOD YEARS  Parents and within family interactions - Birth order and Siblings - Fathers Influence - Discipline and Problem Behaviour - Marital Conflict Page 55 of 62

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Parents and External influence - Peers - School - Electronic Media

Unit 5: PARENTING ADOLESCENTS  Adolescent Development in the Context of Home - Physical and Hormonal Changes - Neurological and Cognitive Changes - Social Changes  How Parents Help Teens Navigate Adolescence - Staying Connected - Open Communication - Monitoring - Setting Limits  Practicum - Organising Training on Effective Parenting Styles, Roles of Parents to PTA Members Prescribed Books: 1. Gupta Sangeetha (2006). The Joy of Parenting, Unicorn Books, New Delhi 2. Holden W George (2010). Parenting - A Dynamic Perspective, Sage Publications, New Delhi. 3. Santrock W. John,(2007). Adolescence, Tata McGraw- Hill, New Delhi References: 1. Blanton Brad,(2005). Radical Parenting, Magna Publishing Co.Ltd,Mumbai 2. Deb Sibnath and Chatterjee Pooja, (2008). Styles of Parenting Adolescents – The Indian Scenario, Akansha Publishing House, New Delhi 3. Degangi A Georgia and Kendall Anne,(2008),Effective Parenting for the Hard to Manage Child, Taylor and Francis Group, New York 4. Gupte Suraj,(2007). Speaking of Child Care, Sterling Paper Backs, New Delhi 5. Pickering Lucienne,(2000),Parents Listen, Better Yourself Books, Mumbai 6. Hurlock B. Elizabeth, (2007). Developmental Psychology: A Life Span Approach, (5th Edn.), Tata Mc-Graw Hill Publishing Company Ltd., New Delhi. 7. Nair V. R. and Yamuna. S, (2011). Parenting of Adolescents: Facilitators Manual for Capacity Building of Parents, Rajiv Gandhi National Institute of Youth Development, TamilNadu. 8. Chapman Garry, (1995). Five Love Languages, Northfield Publishing, Chicago Websites: 1. www.http://.parentingbytrialanderror.com 2. www.http://.goodparenting.com 3. www.http://.parentingwebsites.org

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ELECTIVE COURSE: II LIFE SKILLS AND SOCIAL INCLUSION

COURSE CODE: MALS525

Objectives By the end of the course the students will be able to:  understand the problems of social exclusion  comprehend the perspectives and strategies of social inclusion  evolve Life Skills Education to impart life skills for marginalised groups UNIT 1: INTRODUCTION  Concept of Social Exclusion  Social Exclusion in India: Extent & Causes - Poverty, Deprivation, Inequality  Types of Social Exclusion in India - Religion, Class, Caste, Ethnicity, Gender, Differently abled  Implications of Social Exclusion  Need for Social Inclusion  Perspectives of social inclusion UNIT 2: SCHEDULED TRIBES AND SOCIAL INCLUSION  Tribes of India: Geographic Distribution  Problems of Tribes - Economic Backwardness and Poverty - Land Alienation, Exploitation and Debt Trap - Socio – cultural problems of Tribes  Life Skills for Tribals Unit 3: SCHEDULED CASTE AND SOCIAL INCLUSION  Scheduled Caste in India  Socio Economic Problems of Schedule Castes in India - Poverty and Landlessness - Untouchability and Social Oppression - Social and Political Marginalisation of Scheduled Caste  Life Skills for Social Inclusion of Schedule Castes  Refugees and Internally Displaced People UNIT 4: WOMEN & SOCIAL INCLUSION  Gender Role Segregation and Discrimination  Domestic Violence - Dowry Related Violence - Torture  Sexual Harassment - At work place  Violence against Women in Societal Context - Trafficking - Domestic Violence Page 57 of 62

- Female foeticide and infanticide - Life Skills for Women Empowerment UNIT 5: PRACTICUM - Life Skills need analysis for the Marginalized Community Prescribed Books: 4. Ajit Kumar Sinha, (2008), New Dimension of Women Empowerment, Deep & Deep Publications Pvt. Ltd, New Delhi. 5. John Pierson. (2010). Tackling Social Exclusion. New York: Taylor & Francis Routledge. 6. Prasad,R.R,(2003). Social Exclusion: Concept, Meaning and Scope Ideological Dimensions in Social Exclusion: Essays in Honour of Dr. Bindeswar Pathak, New Delhi, Concept Publishing Company 7. Sen, Amartya (1992). Inequality re-examined, Oxford University Press, New Delhi. 8. Sen, Amartya,(2000). Social Exclusion: Concepts, Application and Scrutiny, Social Development papers No.1 Asian Development Bank 9. Sukhadeo Thorat, (2009). Dalits in India, Sage Publication, India. 10. Yadav C.P, (2007). Encyclopedia of Women Problems and their Remedies, New Delhi. References: 1. David Byrne,(2009). Social Exclusion, Rawat Publications, Second Edition, New Delhi 2. ILO & UNICEF, (2009). Training Manual to Fight Trafficking in Children for Labour, Sexual and other forms of Exploitation 3. Kothari, Ranjni (2003). Social Exclusion: Historical, Institutional and Ideological Dimensions in Social Exclusion: Essays in Honour of Dr. Bindeswar Pathak, New Delhi, Concept Publishing Company 4. Monica Barry, (2005). Youth Policy and Social Inclusion: Critical Debates with Young People Routledge Publishers, USA 5. Nayar. P.K.B (2010). Unfolding the Tribal Mindset with focus on India’s North Eastern States, Rajiv Gandhi National Institute of Youth Development, TamilNadu. 6. Peter Askonas and Angus Stewart, (2009). Social Inclusion: Possibilities and Tensions Palgrave Publishers, New York 7. Shalini Karbak, (2004). Gender Violence in India, Independent Commission on Development and Health in India, New Delhi Websites: 1. http://www.huntalternatives.org/download/40_refugees.pdf 2. http://www.ungift.org/docs/ungift/Steeringcommittee/Trafficking_Kit_Full_Books_En_Web.pdf 3. http://www.ungift.org/docs/ungift/pdf/world/INDIA.pdf

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ELECTIVE COURSE: III FAMILY LIFE EDUCATION

COURSE CODE: MALS526

Objectives: By the end of the course, students will be able to  Understand family life education and its various approaches  Familiarise with socialisation process, marriage, various forms and types of family  Plan comprehensive prevention programmes for family problems Unit 1: INTRODUCTION  Family Life Education - Meaning, Definition, Objectives, and Principles - Nature and Quality of Family Life - Need, Importance and Scope of Family Life Education in India  Socialisation - Meaning, Process and Factors of Socialisation - Family as an Agency of Socialisation, and its Role in Socialisation Unit 2: FAMILY - Types and Functions of Family - Stages and Developmental Tasks of Family Life Cycle - Family as a custodian & Transmitter of values - Birth Spacing, Family Planning, Safe Delivery, Safe Motherhood and Life Skills needed  Relationships - Nurturing Healthy Relationships – Family, Neighbourhood, School, Work Place and Life Skills needed  Modern Trends in family and Family Disorganization - Living together and Cohabitation - Marital Separation and Remarriage - Types of Conflict in the Family, and resolving them Unit 3: MARRIAGE  Marriage - Forms, Types and Functions of Marriage - Concept of Marriage in India - Marriage Preparation - Marital Harmony and Adjustments - Life Skills Needed  Marriage and Divorce Laws in India - Factors contributing to Divorce and its effects - The Hindu Marriage Act, 1956 - The Muslim Marriage Law - The Special Marriage Act, 1954 - Family Courts and its services in India  Marital Counseling - Family Counseling Centers and its Services, Premarital Guidance and Page 59 of 62

Counseling, Marital Counseling and Life Skills for Married Life Unit 4: APPROACHES IN FAMILY LIFE EDUCATION  Approaches - Expert Approach - Facilitator Approach - Critical Inquirer Approach - Collaborator Approach - The Interventionist Approach - The Eclectic Approach Unit 5: PRACTICUM - Observation visit to Family Counselling and Premarital Counselling Centers - Visit to Family Court Prescribed Books: 1. Aparajith Chowdhury et. al. (2006). Family Life Education in India, Rawat Publications, New Delhi. 2. Bushan Vidya. (2003). An Introduction to Sociology, Kitab Mahal, New Delhi. 3. Duncan Stephen & Goddard Wallace, (2005), Family Life Education, Sage Publications, New Delhi 4. Kapadia, K.M. (1982). Marriage and Family Life in India, London, Oxford University Press. 5. Papalia E. Diane et al., (2005). Human Development, (9th Edn.), Tata Mc. Graw Hill, New Delhi. 6. Ratra Amiteshwar et al., (2006). Marriage and Family: In Diverse Changing Scenario, Deep& Deep Publications Pvt. Ltd., New Delhi. References: 1. Bharat Shalini & Desai Murli, (1991). Research on Families with Problems in India, Vol.I and II, TISS Series, Bombay. 2. Hurlock B. Elizabeth, (2007). Developmental Psychology: A Life Span Approach, (5th Edn.), Tata Mc-Graw Hill Publishing Company Ltd., New Delhi. 3. Cruz Leonardo de la. (1987). Family Life and Sex Education, Bangkok: UNESCO PROAP. 4. UNESCO (1989). Family Life Education, Package One, UNESCO PROAP. Websites: 1. http://family.jrank.org/pages/545/Family-Life-Education.html 2. http://ncert.nic.in – Adolescent Education Programme

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Rajiv Gandhi National Institute of Youth Development (RGNIYD) Rajiv Gandhi National Institute of Youth Development (RGNIYD), Sriperumbudur, Tamil Nadu is an INSTITUTE OF National Importance by an Act of Parliament No. 35/2012, Ministry of Youth Affairs and Sports, Government of India. It is engaged in capacity building, research, and documentation and dissemination activities for the development of the youth of our country. It is an apex training institute in youth work, working towards developing innovative programmes for motivating youth and for their empowerment and functions as a vital resource centre for youth development. It undertakes activities to promote social harmony and national unity. RGNIYD is situated in a spacious campus with modern facilities at Sriperumbudur, approximately 40 kilometers from Chennai city (NH-4, Chennai-Bangalore Highway).

PROGRAMMES OFFERED The Programmes offered are M.A. in Life Skill Education, Youth Empowerment, Career Counselling, Gender Studies and Local Governance. The School of Life Skills Education and Social Harmony offers M.A. Life Skills Education programme. Life Skills Education is one of the strategic means through which human potential can be channelised effectively. Life Skill helps the individuals to translate knowledge, attitude and values into healthy behaviour. The School through its extension services and outreach initiatives follows a multidimensional and multi-disciplinary approach. The students are qualified to be absorbed in Corporate/HR set ups, School Contexts, NGO’s and Community Organisations, Adolescent Health Medical Counselling Centers, Health Organisations, and Government Organisations like NYK and NSS as well as Self Employed. The M.A. Youth Empowerment programme offered by the School of Youth Studies and Extension provides a combination of theory and practice in the field of youth studies. The program is designed with a focus on cognitive, affective and psychomotor domains related to Youth Management and Empowerment. It equips the youth to work with Government Organizations and Non Government Organizations in the field. Understanding of the world of work is beyond the common man's comprehension and therefore requires expertise help. The M.A. Career Counselling programme offered by the School of Counselling intends to help the younger generation to cope with ups and downs of life in such a way that they attain positive mental health, self sufficiency, productivity, efficiency and also create their own position in the world of work. This course will facilitate in producing effective Career Counselling Professionals among youth, thereby helping and developing research and scientific techniques for conducting research.

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The School of Gender Studies offers M.A. Gender Studies programme. The course is an interdisciplinary course that explores the making and meaning of gender - femininity, masculinity and transgender - across cultures and social formations, past and present. It is a unique programme combining theoretical discussions with practical understanding. M.A. Local Governance programme offered by School of Governance and Public Policy provides a strong knowledge cadre creating opportunities for the students to work with Panchayati Raj and local bodies. The programme is designed to equip the students with skill sets and knowledge exclusively on Local Governance. For further information visit: http://www.rgniyd.gov.in/

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